What type of study is this?

This is a Participatory Action Research study.

September 10, 2025

Journeys and Arrivals of my PhD Thesis ‘Place-Pedagogies, Eco-Spiritual Cosmologies and Cultural Stories: A Reflection

Key Points

The research reveals that the school design contributed to weakened belonging and becoming in the community.
Vulnerable students showed disconnection due to the dominant Western-Modern schooling architecture identified in the study.
Employing participatory action research, the paper highlights the significance of eco-spiritual approaches in educational settings.
The findings suggest a need for integrating place-appropriate pedagogies to enhance cultural stories and ecological awareness.

Abstract

In this reflective paper, I make a concluding observation of the journeys and arrivals of my PhD thesis- Place-Pedagogies, Eco-Spiritual Cosmologies and Cultural Stories. Employing the metaphor of ‘writing as living yoga’ of ecological relationality and ‘research as living dharma’ of authentic sincerity, the Eco composition of this paper unpacks the research journey. While unpacking the research journey, I make a synopsis of the process of how ‘being here yogic reflection’ (Chinmayananda, 2011; Morgan, 2012) at ‘being there PAR performance’ to ecological ripples (Trickett & Beehler, 2017) recognized that the dominant Western-Modern schooling architecture of Dapcha located Janahit School, where we conducted this Participatory Action Research (PAR) was less compatible to the place essential (the place Dharma) of Dapcha, Dharmashala. It appeared that the seemingly displaced (anti-ecological) schooling design which was continuously inclined to displaced standards was partly responsible for weakened belonging, being, and becoming of teachers, and students in the school and in the community.

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